Hello, good evening.

Please start by introducing your professional journey in academia.

Myself is Doctor Phukar Nadeem.

Ready future in the Department of Electrical Engineering and I have pursued. During this time. 5 racy papers.

Professor, when you look back at your teaching experience, is there a particular foundational concept in your field that you find especially rewarding to teach to students?

Okay, that's a start, but it's a bit high-level. When you were teaching in the Department of Electrical Engineering, what was your favorite concept or lab to teach, and why did you find it rewarding?

I have.

Two years worked as assistant professor in.

Okay, that's a start, but it's a bit high-level. When you were teaching in the Department of Electrical Engineering, what was your favorite concept or lab to teach, and why did you find it rewarding?

Where I have dealt. Different objects for electrical.

Alright, I heard you mention publishing five papers and one in IEEE Transactions, and that you've worked as an assistant professor for two years. When you were teaching, what aspect of your lab courses or classroom sessions did you find most effective in helping students grasp difficult concepts?

Such as beautifully. You hit me.

Alright, I heard you mention teaching different subjects in electrical engineering. When you were leading lab sessions, what aspect did you focus on to help students connect theory to hands-on practice?

That's pretty unclear — let's focus for a moment. When you were guiding students through lab experiments, what specific method did you use to help them link what they learned in lectures to the practical workbench?

Will follow the.

Teaching learning process. Where we focus mainly upon the.

That's not quite clear, but I'll move forward. When you evaluate students in your lab classes, do you have a particular approach for assessing both their technical skills and their ability to explain concepts?

Student oriented learning. In lab. Where you want to clear all the concepts. Basically such As for KVL KCL if you take one experiment. Which is there in their theory if when it comes to lab. We see that. The proper. Theory background is completed in the.

That's a bit general. Can you give me a concrete example of a lab session you led, and explain how you ensured students actually understood the underlying theory during the experiment?

Password so that it will be. Equally verified in the practicals so. Most of the courses nowadays engineering are integrated courses, where 50% is a theory, 50% is lab. Combinedly they. Come for 100% marks. So in such cases it became very important. For the maintenance of lab. In very effective. So there are. In many methods. In which I focus on student learning.

That's a bit general. Can you give me a concrete example of a lab session you led, and explain how you ensured students actually understood the underlying theory during the experiment?

Student Learning Center. Oriented method. Where we give them certain operators and we make them do. Trial and error methods so that students learn himself on the concept and. Get the clear concept. And finally, I will let him explain. Very clearly.

Okay, that's a good overview. When you're teaching a foundational concept like KVL or KCL, what do you do if a student keeps making the same mistake in the lab, even after your initial explanation?

Right, so your focus is on letting students experiment and explain things back to you. How do you handle it if a student isn't able to explain the core concept even after hands-on work—do you have a particular strategy for that situation?

Many of the students, they will get on. So if any students. For suppose a batch of students who are not getting concepts clear, this will happen. Very regularly. In the left. So in such case I will make them. To think about their day-to-day.

So in that case.

Professor, I noticed you published "Optimal Energy Routing in Microgrids with IEC 61850 based Energy Routers" in IEEE Transactions on Industrial Electronics. How has your research on IEC 61850 and energy routers influenced the way you approach teaching power systems or smart grid concepts to your students?

High, very high resistance of a insulator. So they want to check. Is the insulator is proper or not? So in such case of mega experiment, students will get confused. So I will make them. 1st as their body is a human conductor, I will make them. Hold the wires.

Okay, that's a reasonable approach—connecting with daily life examples. Let's tie this back to your research: you mentioned an IEEE Transactions paper on IEC 61850 and optimal energy routing in microgrids. How has that research influenced your teaching of power systems or smart grid concepts to undergraduate students?

From the terminals of the mega, so I will check them that. While Megger is working is your body. Acting as conductor. Are your body acting as insulator? So I will make them hold the wires so. Through their two hands.

Okay, that's a reasonable approach—connecting with daily life examples. Let's tie this back to your research: you mentioned an IEEE Transactions paper on IEC 61850 and optimal energy routing in microgrids. How did your experience with that research influence the way you teach smart grid topics or advanced power systems to your students?

In this process they will. Like this? Day-to-day life interactions. And more. Uh, practical oriented interactions. Make them concepts clear. These methods I used in the lab. So which made them really very effective and uh, such as some concepts like Megger or KBL case here. All these methods they understood by students very clearly. And, uh, from. Past two years I'm getting 90% of feedback in the. Lab as well as theory.

Let’s turn now to your research as a potential institutional asset. Given your work on microgrids and IEC 61850, where do you see the most fundable research directions over the next three years? What kinds of grants or industry partnerships would you pursue to support a research group at VIT?

Okay, that's a solid explanation of your lab methods and student engagement. Now, Professor, let's turn to your research as a potential institutional asset. Given your work on microgrids and IEC 61850, where do you see the most fundable research directions over the next three years, and which grants or external partners would you target to support that agenda?

So my research. Is actually collaborated with foreign universities as well as Fukushima Renewable Energy Resources Department of Japan. And uh. Two foreign university professors. One from. KSA and one from France. So the research work is mainly focused upon as like you said, microgrid. In particularly it is virtual power plant. Virtual power plant is. Virtually designed power plant. Where we combine. All the small resources into a large resource.

Which will act as a physical power plant when it comes to. Electricity participation from the perspective of the grid. So that is called Virtual Core plan. So the virtual power plant is very emerging concept where we need to have more or more work and more or more research possibilities are there. So currently I have. Four to five very high quality publications in the review. 2 and reviewed 3 stage, so they will also get soon publications and moreover. The strategy of. Getting grants and. Other. Uh, research funds. Is there? In where most of the power electronic concepts. So as this concept is very much emerging when it comes to IC61850 as well as virtual power plant, so we have. We are targeting certain grants. So but. They are yet to be matured. Because most of the focus nowadays is.

Interesting. When you talk about combining small resources into a virtual power plant, who's funding that kind of integration right now, and what specific grants or industry partners have you targeted or secured for your work so far?

Around EVC and core electronic devices. So we are focusing on DHT. As well as. One Freya related. Projects. So we want to get. Research Fund as well as we want to. Came up our students in the form of a startup for this virtual program which will be first of its kind in its India.

Right, so you're building international collaborations and aiming for grants, but you mentioned those are still maturing. What's your concrete plan for building a research group around virtual power plants at VIT if funding takes another year—how would you keep momentum with students and outputs in the meantime?

Alright, let's talk about how you actually engage students in the classroom. Suppose you're teaching a core Power Systems course to 200 undergraduates, but you're not allowed to use slides or traditional lectures—how would you structure a session to keep them actively learning and not just passively listening?

This question is very much related. So actually, what happens? Most of the days, most of the classrooms, especially all these uh. Tier 1, Tier 2 universities.

There may be government or private related. They came up with most of the good infrastructure such as digitally equipped classrooms, all these things but. Before this itself, we need to make the student realise. So I will make them. So for suppose. I'm teaching a 200. Students classroom the power system concept where it comes distribution, transmission and generation concepts. So I will make them first of all think about what are the electricity grid. They have seen in day-to-day life. So some students will answer about. The electricity wires which they see in their streets, which they see in their homes and as well as. What are the generating plans? They know. So most of them they will say some random things. From there I will make them think. So have you visited any electricity? Generating. So how it is working? So do you know how many types of electricity generations are there in nowadays in India? So all these comes as with the discussion process and with. Student centric. Discussion and. Debate so we will move forward and there are many concepts such as. When you take to transmission. So in transmission. We need to have a. Proper discussion in the classroom. Which is. Out of the scope of this digital. Devices such as slides and devices and PPTS. So, uh.

Yeah, that's common—but say you can't use slides or just talk at them. How would you actually structure that session so 200 students are engaged and wrestling with the material, not zoning out?

Let's switch gears. Accreditation cycles can be pretty demanding. If you joined our department and discovered that outcome assessment data was inconsistent across core Power Systems courses, how would you go about fixing that?

They will involve very effectively in this. This is my experience. Most of the students, like I said. They have given more than 90 percent, 95%.

Professor, imagine this scenario: a student files a formal complaint alleging your grading is biased, while at the same time your department head is pressuring you to improve pass rates. How would you handle that situation?

This this will not be the case. In most of the times. Whatever. The corrections. I will make them. For each. Of the correction or each of the paper. Or each of the grid I have given. I will make them. A faculty comment. Which will be helpful for the student. So the comment will be satic that. Uh, you have user. This method. And you have directly answered. So if the descriptive.

Screens that's case. Actually.

Take your time. I’m asking: if you’re facing a formal student complaint about grading bias and, at the same time, your department head is pressuring you to improve pass rates, how do you handle that? What do you actually do?

Let's move to how you bridge the gap between academics and industry. Given your background in power systems and microgrids, do you have specific industry connections that could lead to internships or placement opportunities for VIT University students?

Improve himself. Because that is the feedback of a faculty given to student. Upon his.

Question paper upon his answer sheet. So that will very effective. So I have also proposed this one in my university. Where I'm teaching right now. So they have also added a column. For each answer sheet we will have a column there. Where we will give a justification comment. How and what is the method? You have followed for the correction. Why he got so and so great? And moreover, there is no chance of biasing anyone. So in this scenario. I can even handle. Classes further. Low learners separately. And uh. We have already in practice this system. The remedial classes. Our improvement classes. Which are specially focused among the slow learners. So in this.

Let's shift to some targeted skills. When you're teaching both theory and lab in a core electrical engineering course, how do you adapt your approach to ensure students actually connect the mathematical theory to practical hands-on experiments?

Methods are used. That will improve the grades as well as avoid any type of passing in the classroom. And make the student. Effectively understand that whatever grade he got. It is because of. His effect and because of his. Involvement only. Not by anybody.

Right, so it sounds like your feedback and remediation approach is pretty structured. Let's talk about guiding student projects and research—can you walk me through how you'd support an undergraduate who's struggling to choose a meaningful project topic in power systems?

Alright, that’s pretty clear on your evaluation process and support for students. Let’s focus on how you actually guide student research. Say an undergraduate comes to you with only a basic idea for a project—how do you help them turn that into a research plan that could actually lead to publication or a real-world prototype?

This will be very good scenario. Actually. As a professor and as a PhD graduate from an Eddy Seltzer and UH. As a well known. Researcher in my field. And as a reviewer. Of most of the. Like I triple E transaction journal.

In my research field as well as in partly. In some of the other research fields. So in such case. I am in. Quest or IAMI search always. That any student if I get. So that I will make him. Publish some good research quality papers. Or make him involved in some of the research project. So in this process. I always. Want students to come to me? So if any students come to me, it is like win win situation for me. First of all. It is opportunity for me. To make him think that. So these are the works and the if he comes just suppose. Uh, recently a student came. Just by asking. Sir, how this electricity billing is made?

Most of many of the ACA journals, so I have. Many ideas about research. That are happening. Around the globe.

Right, so with your experience as a reviewer and active researcher, what practical steps do you take when a student’s initial idea is very broad or unfocused—how do you help them refine it into something concrete and achievable, rather than letting them get lost in the scope?

Right, so with your experience as a reviewer and active researcher, what practical steps do you take when a student’s initial idea is very broad or unfocused—how do you help them refine it into something publishable or worth prototyping?

His question is just like this. So I made him think. The question electricity billing will be done on this this this parameters and there are new parameters of electricity building. They are like this. And from there. We started to discuss. The new formats of electricity tariff. And from there. We started to. Smart grid discussion and be involved in virtual Portland so ultimately he end up with. Yeah, getting interest in virtual call plant and he studied virtual call plant tariff system. And he even. Return one I triple E conference paper. Which we have recently. Submitted and published. And we are soon. Planning to extend it for the journals. So such cases are there for one other student. He came and. He spoke to me that. I am interested in EV.

Okay, so you actively encourage students to bring you ideas and use those moments to mentor them toward publication or project work. I want to shift a bit—how do you ensure your explanations are clear and structured when teaching a complex topic, especially if you notice students are struggling to follow?

And what is the EV? How it is working? This is a very casual discussion, he started. From there I made him to go. Completely study. He and he also written one IEEE paper. He also published one IEEE conference paper in the her department.

Got it, you guide students by helping them drill down from a broad idea to a focused research question, and it sounds like you actively mentor them through the publication process. Let’s shift focus—when you’re explaining a complex topic, how do you make sure even your weakest students actually understand, especially in a big mixed-ability group?

In the concept of EV. And it is also we are planning to extend it for. One of the ACA Journal.

You’ve clearly mentored students from the spark of an idea all the way to publication. Shifting gears a bit—when you’re teaching, how do you make sure your explanations are clear and structured, especially when you’ve got students at very different levels in the same class?

Actually it is win win situation for me as well As for the students.

Okay, you’ve shown you actively mentor students toward research output. Now, when you’re teaching a technical topic—say, explaining the Rankine cycle or the difference between AC and DC transmission—how do you structure your explanation so that students at all levels can follow along and not get lost?

And as a professional. I will always be in the search of students.

That’s helpful context—you’re clearly passionate about mentoring and have real examples of students publishing with your guidance. Shifting gears, when you’re teaching a complex topic to a very large class, how do you make sure your explanations reach both the top performers and the students who struggle, without losing either group?

Right, you’re clearly invested in guiding students and building a research culture. Shifting to your teaching approach—when you’re explaining a complex technical topic to a large class, what do you do if you notice some students are still confused, even after your initial explanation?

So these cases. Definitely come when we are teaching with electrical concepts, because for suppose if you are teaching DC machines or uh Transformers or AC machines. And uh, for suppose we are teaching Fuse also. Students will definitely, uh, get.

Some clarity and they will be in some confusion. So in order to. As if. Professional as assistant professor or as a professor? Or as a Faculty of Engineering department, it is our duty to make the student.

Very clearly. So that what I will do, I will. Take the students to the lab or. To the facility and I will sometimes I will bring the respect to equipment in the class. And I will divide the class. Completely as in the batches. In the beforehand itself. And I will make, uh, each one batch come to me and, uh, check out that device. So for suppose. There is a concept of fuse. In the fuse we want to explain about. MCD. So MCB there are single single pole, double pole, triple poll. Many MCBS are there. And for generators, we have many types of generators. And for machines we have different types of ACDC machines. So I will bring any one of the device into the classroom. I will make the student understand this is the part and this rotating part. These are mature. This is the field. And these are magnetic effect that is produced here. And how this relay working? Is done in the MCB. And how this single pole, double pole concepts are there? So all these concepts once I will explain them practically. By holding the device in my hand and by giving the. Device into their hands. Then they will get. Much more clarity. Then once I teach them afterwards. They will get very clear about the concepts. So this is actually needed and this must be done. In most of the analytical subjects. Which are. Beyond the scope of.

Let me clarify—let’s say you’re teaching a topic like transformers and after your explanation, you notice several students still look lost. What exactly do you do in that moment to help them grasp the material?

That’s a good start, but I want to get concrete. Say you notice confusion—do you break down the problem differently, use analogies, or maybe bring in lab demonstrations? What’s your go-to strategy in that moment?

Teaching if we are not following. Such a clear concepts of. Helping the student understanding with. Practical methods.

That’s a thorough description of your hands-on approach and use of demonstrations. Let’s touch on student evaluation and exam duties—when you’re preparing an exam for a theory course, how do you ensure it tests not just memorization, but actual understanding?

I will give them. We need to convert partially our classroom into lab.

That’s a solid explanation of using hands-on demonstrations and dividing students into batches for clarity. I want to touch on your communication style—how do you make sure your lectures are structured in a way that helps students follow along and not get lost, especially when covering advanced material?

Even though lab is there or not. We need to convert our classroom partially into lab. Where we need to hold some of the devices and make the. Attend first how the device or how the. Concept is working. Then we went for. Concept. There is one concept of rotating magnetic field.

That's a solid explanation of using hands-on demonstrations and dividing students into batches for clarity. I want to touch on your communication style—how do you make sure your lectures are structured and clear enough so that even students with weaker backgrounds can follow along without feeling lost?

Without understanding that one, we cannot go for any understanding of the. Three phase machines. So for that I will make the student. Understand. Imagine about. The decorating lines. Decorating lights. In their homes or in the streets? How the lights are. Continuously on and off in a serious manner. The same concept I will use in order to understand.

Alright, that's a pretty hands-on and structured approach to getting concepts across, especially for technical topics. Let’s switch gears—what’s your process for guiding students through their final year projects or theses, especially if they hit a roadblock or struggle to make progress?

There are many techniques I will use. Definitely, students will enjoy the subject in this manner. Like I said, because of this only I'm getting 95% feed.

That's a thorough explanation of how you use analogies and hands-on demos to break down tough concepts—especially turning the classroom into a mini-lab when needed. Shifting gears a bit, as someone with a PhD, how do you bring your research specialization into the courses you teach?

Okay, you mentioned getting high feedback scores, which suggests your communication is effective. When you're planning a lecture, how do you decide on the structure—do you start with theory and then move to examples, or do you use another approach to keep students engaged and ensure clarity?

This will be very good. Regarding here. I need to prepare. First of all. A proper.

Teaching plan. For that, a Lesson plan will be very helpful. In that Lesson plan. I will use mostly like uh. Google AI tools. As well as uh. Notebook tool. As well as many of the.

Right, so you mentioned preparing properly—can you walk me through how you actually decide what goes first in your lecture plan? For example, if you’re teaching synchronous machines, do you start with the math, the physical principle, a demonstration, or something else?

New or.

Okay, so let's talk about how you evaluate your students—when you're setting exam questions or grading, how do you ensure your assessment is fair and accurately reflects what they've learned?

What we say out of the.

Got it, you rely on a structured lesson plan and use various tools to organize your content. When it comes to setting exam questions or grading, how do you make sure your assessments are both fair and actually reflect what your students have learned?

Got it, you use lesson plans and digital tools to organize your lectures. When you're designing assessments—like setting exam questions or grading—how do you make sure your evaluation is both fair and actually measures what students have learned, not just what they've memorized?

All these concepts will be. Back end for my. Preparation of the glass. And next step is. We need to. Involve the students. In their day-to-day life, examples for suppose. I will ask them. Which is the. Highest eldest city. Building device in our home. The students will say, some will say light, some will say fan, some will say. One motor or all these things? From this we will start the discussion. And. Understanding resistance, inductor and capacitor. These fundamental elements. Which one is causing? Powerless. So such discussions I will start. And from their day-to-day learning, students will give random. Answers from their answers, it is our duty to make the student. Go to. Particular topic there. So first of all, we need to. Begin the classroom. Day-to-day.

That’s a pretty thorough walkthrough of your planning and engagement strategies. Shifting to student projects—when you’re guiding a student on their final year research or a mini-project, how do you balance giving them direction versus letting them struggle and learn independently?

Anti-todge devices. Discussion.

The discussion should lead to. Some questions.

So you draw on students' daily experiences to start discussions about circuit elements and devices—that's a solid way to make things relatable. Shifting a bit, when you're supervising student research or guiding a final-year project, how do you help a student who's struggling to find a clear research direction or topic?

Of daily life. That questions will lead to. Our topic. That is the topic of. Teaching method. And then? That topic will again raise another some questions. That increase the enthusiasm and. Inquisitive of a student. In order to know more and more. Or and get clarity on this. Topic then. He will be completely involved. And we'll make him.

Okay, so you use lesson plans, AI tools, and real-life examples to structure your teaching and engage students. When you're supervising student projects or research—say a student is struggling to narrow down their topic—how do you help them focus their idea into a workable research question?

Follow the subject. So this is very effective method. We have it.

Right, so you’re clearly passionate about sparking curiosity and using real-life context. For student evaluation—outside of exams and quizzes, how do you assess whether students have really understood and can apply the concepts you’ve taught in class?

That's a pretty clear picture of how you structure engagement and build inquiry in your lectures. Shifting focus—when you're evaluating students, aside from written exams, what other methods do you use to assess their understanding or skills, especially in lab courses?

So nowadays. As a modern teaching learning process. Is involved and modern. Tools have been involved. We should not only depend upon the. End assessment of a student. The most of them are like exams.

Right, so you're moving away from just final exams. For ongoing assessment, do you use things like spot quizzes, oral exams, or practical demonstrations in the lab—and how do you make sure those are fair for students with different learning styles?

Most of the universities or most of the classrooms, they will use Continuous Assessment 192 and Final assignment 192. Other than this, like you said, it is very important. To access the student. What is his digital learning? So for this. I will follow a particular method of day-to-day learning assessment. For that I will even a lot some marks. From mine. Like if a subject is having. 100 marks indeed. 50% lap, 50% theory. So in both the cases. I will alert. Some 20 to 25% marks in day-to-day learning. So in this day-to-day learning. I will make the student. How is falling due to classes? And how is uh?

Giving responses in day-to-day I will make him involved in the quizzes I will make him involved in the.

Report making I will make him involved in some of the. Basic and principal assignments I will make you involved in some of the electrical devices survey in his home and in his.

Right, so you're moving away from just final exams. For ongoing assessment, do you use things like spot quizzes, oral exams, or practical demonstrations in the lab—and how do you make sure those are fair to all the students?

Right, so you're making day-to-day participation and understanding part of the grading, not just written tests. For student research projects—how do you guide a student who's struggling to pick a topic or frame a research question?

So each of these. Will have marks.

This will also give us a chance that. We will. Access. The student will assess the student not only. Through his pen and paperwork in CA-1 RFA one. That other than that. What is day-to-day understanding? What is understanding? He needs personal life. Which is implemented in his. Everyday life that will be we are accessing. For giving him marks. Because. From the point of view of NB and. You are telling that? The student will be able to understand electrical concepts at the end of the degree.

Alright, so you're making day-to-day participation and understanding part of the grading, not just written tests. For student research projects—how do you guide a student who's struggling to pick a topic or get started, especially if they're not very confident?

Right, so for things like those home surveys or principal assignments—how do you actually check if the student did the work themselves and really understands, rather than just copying from elsewhere?

That we need to access, that we need to assess. In the initial stage itself, through when he's studying. So it is like even. Synchronizing our effect or our work? From the NBA perspective.

Alright, for student projects—especially when you're guiding them on research or practical work—how do you help a student who's struggling with topic selection or research direction without giving them the answer directly?

I will use. This method.

Right, so you're tying assessment to real-world application and ongoing participation, not just theory. For student research projects—when a student is struggling to choose a topic or narrow their focus, how do you guide them without just giving away the answer?

You're really emphasizing formative assessment and linking it to program outcomes. Switching gears now—can you share an example of how you've guided students through a research project, especially helping them with literature review or structuring their methodology?

Here comes a very interesting diversion.

Let me take you. One example. So I have guided one bet of the students. For particularly doing 1 project of. Smart electricity.

Alright. Stepping away from research for a moment—when you're teaching a complex concept, how do you structure your explanations or use examples to make sure all students, not just the strongest, really understand?

Management. So in that we have taken. Our university campus as an example. So I made the student. So it is like summer time. And in summertime, in the summer holidays. We I met them. Involved in a summer internship project. Where our.

Alright, so with that smart electricity project—how did you help your students break down the literature review process? Did you give them a framework, or did you let them explore and then step in only if they got stuck?

Main focus will be. Managing electricity of complete university virtually in very smart manner. So for that I made the students. Uh, under my. But I guided them. First of all. You audit. You ordered the LGT requirements of. Complete our university. So once the.

Alright, so with that smart electricity project—how did you help your students break down the literature review process? Did you give them a framework, or did you let them explore and then step in only if they got stuck?

That's helpful background on the campus electricity management project. Shifting to your teaching style—how do you make sure your explanations are structured and clear for students who might be struggling with the basics, especially when covering foundational theory in your courses?

Smart data.

Using IoT devices. So we have also written a research paper. And it got even published in one of the ETFG Singapore. I triple E. International Conference.

Alright, that's a solid example of hands-on project guidance—you're giving students real data, context, and pushing them to publish. Shifting to communication—when you teach a complex concept, what's your approach to making sure all students, not just the top performers, actually understand it?

Alright, that's a solid example of hands-on project guidance—you're giving students real data, context, and pushing them to publish. Shifting to communication—when you teach a complex concept, what's your approach to making sure your explanations are structured and clear for students who might be struggling?

So it will be very difficult to ask for any. Faculty or professor in order to make. Whole classroom understand. So for that. Especially my method. And uh, I have studied this method from the American universities. Where we need to have one-on-one. Communication with the students. Without that it is. Very impossible. To make. Complete classroom, understand our concepts, so being electrical faculty, it is very much important for us. So that. I will make them. Like for suppose I'm explaining. A power plant in the classroom. And make them first of all. Understand the concept from beginning itself then if I'm explaining KBL cancer. KLK KCL concept in the classroom. I will give one example on the board. And I will explain them very clearly. And most of the like, uh. Indian students, they already understood and they started. Involving and doing the concept. In this meantime. I will.

Make two or three rounds in the classroom, but I will go to. Each one of the bench in the classroom I will. Contact each of them student. Most of the students, they will have some of the doubts. And during this session I will clarify each of the doubt in their notes. By holding their pen and paper and in their bench and. In in this way. This one-on-one process and even some students even struggle after that. Then I will make. Those students come to my cabin after the class and they will make them understand. Whole concept very clearly. In this manner. So there will be. No more any slow learners. Once we. Follow this. Method for. At least one month. Then. For, suppose a semester of. Six months In which 5 or 4.5 months? For classroom sessions will be there. So if we follow such a. One-on-one interaction of the students for one month. Then remaining 3 to 3.5 months. After teaching, the faculty will enjoy like a heaven because most of the students are. In par and. In integrated mindset with the faculty.

Okay, so once you've given an example and some students still aren't getting it—what do you do next in the classroom to help them bridge that gap?

Started following the classroom itself.

Right, so you're really proactive with one-on-one support and in-class engagement. Switching to your academic background—what was the focus of your PhD research, and how do you bring aspects of that specialization into your teaching or student guidance?

Sudhir is the method I have used. And which make the students understand very well. And in such case, the past percentage of my classroom and my subjects. Has also be as he has my feedback such as more than 90%. Because of this. One-on-one. And. Specific student oriented method. How user?

Right, so you're really proactive with one-on-one support and in-class engagement. Switching to your academic background—what was the focus of your PhD research, and how do you bring aspects of that specialization into your teaching or student projects?

Okay, you've shown you focus a lot on structured, student-centered teaching and have data to back up the results. For your exam duties—imagine a student challenges their grade on a lab report, insisting their circuit design worked despite your rubric saying otherwise. How do you handle that situation to keep things fair but also educational?

Can you come again?

Sure, I'll repeat my question. Imagine a student challenges their grade on a lab report, saying their circuit design actually worked even though your grading rubric marked them down. How do you handle that situation so it's fair to the student but also maintains academic standards?

OK, OK.

Please tell me.

Imagine a student comes to you after grading, insisting their circuit design worked and they deserve a higher mark, even though your rubric shows errors. How do you handle that conversation to keep it fair for everyone and make it a useful learning experience?

Imagine a student comes to you after grading, insisting their circuit design worked and they deserve a higher mark, even though your rubric shows errors. How do you handle that conversation to keep it fair but also help the student learn?

Swindon search case first of all. If the student is getting. His circuit, right? And his results are also right. And. If there is error in my rubric. So as a faculty. Or as a teaching professor, or as a professional. IEEE Member. We do not hesitate to accept our faults and accept. Any pointouts that are raised by the students? That is only. A good classroom or good faculty? Representation that he should take the positive feedback from the student. So if student is giving. A good answers. For whatever assessment we have. Strong to him, so if his answers are right. If a circuit is right and if is. The results are right. Then. There may be error. From the valuation itself. Or from the any. The method that is involved in the rubrics. So we need to cross check it. More than once. If there is no error in the. Rubrics then we need to get back again once that where is the problem from the.

For suppose let it give you one example that. In last mid semester, mid of. First made most of the students uh. Are very well written and they got very well marked, but one or two students, they got involved in such. Example that they have, they are thinking that they have written very well.

Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

So there are 4 questions. And from one and two questions, they have to attend anyone? And from three and four question. They have to attend anyone. Then only they will get full marks. Of like 20 marks. 10 marks from 1:00 and 2:00. Either one. And 10 marks for. Three and four either one. So what this student has done? He has written one and two very clearly, very deep. And he wants to get 20 marks out of it.

Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?